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Lesson Plans

Question Stems
Question Stems for reading, math, science and social studies
Question stems from released tests (2009)
Questions for the revised Bloom's Taxonomy

Main Idea Game (40 questions)

http://www.quia.com/pop/120023.html

Using Context Clues

Increase comprehension by the use of context clues
Grade Level: 6-12
Concept: Increase comprehension by the use of context clues
Estimated Duration: 50 minutes

Objectives
Students will be able to:

use context clues and text structures to determine the meaning of unknown vocabulary
generate ideas for writing from discussion

Materials
Types of Context Cluesgraphic organizer
List of vocabulary words
Multiple transparencies of Types of Context Clues graphic organizer
Transparency markers
Overhead projector

Differentiated Strategies
These strategies are used to meet the varied needs of all learners:

for various grade levels
Varying academic levels: uses mixed-ability groups to allow students to learn from one another, small-group and whole-group participation
for visual learners
Visual learners: incorporates a graphic organizer and student-generated transparencies to allow students to view various levels of student work
for auditory learners
Auditory learners: encourages class discussions of examples and small-group discovery
for kinesthetic learners
Kinesthetic learners: engages students in creating transparencies, working in groups and presenting to the class

Key Vocabulary
context clues

Procedures
Warm Up

for visual learners
On the board, write two sentences that each include an unknown vocabulary word and a context clue. Underline the unknown words.
for auditory learners
Ask students to give predictions to the meaning of the words.

Direct Instruction

for auditory learners
Explain that these predictions were made based on the use of context clues.
for visual learners
for auditory learners
Distribute the Types of Context Cluesgraphic organizer to each student and place a transparency of the same graphic organizer on the overhead. Explain that there are four main types of context clues and write an example of each, modeling how to create context clues. Students copy examples on to their graphic organizers.

Practice

for various grade levels
Place students in groups of 2-3 with varying levels of ability in each group. Assign each group a set of four different vocabulary words from a recently discussed piece of literature from their textbook.
for kinesthetic learners
Give each group a transparency of the Types of Context Cluesgraphic organizer and a transparency marker. Using the glossary in the textbook, groups locate the definition for each word and then create sentences on the graphic organizer. Each word should be used in a sentence and each of the four types of context clues should be attempted.

Assessment

for auditory learners
Each group places its transparency on the overhead and reads each sentence to the class, allowing the other students to raise their hands and make predictions of the words’ definitions based on the student-generated context clues. (With each group having a list of four different words, the class will easily be able to generate definitions for an entire list of words, used in context.)

Closure

Inform students that determining the meaning of a word through a context clue is an easy way to help with comprehension. If a student is able to create context clues in his or her writing, identifyingcontext clues in an author’s writing will be simple. This skill can be especially helpful while reading science and social studies texts.

http://teachingtoday.glencoe.com/lessonplans/using-context-clues

Fact or Opinion Game ( 30 questions)

http://www.quia.com/jq/24723.html

Interpreting Data

Strategies for Answering DBQs
Students should learn practical approaches to answering document-based questions. Practicing a step-by-step method of answering DBQs can improve a student’s thinking skills and generate confidence that often results in better test scores. Consider teaching students to apply the following approaches in their studies.

DBQs based on quotations or government documents

Before reading the document, read the question(s) to understand its focus.
When reading the document, highlight or underline key words that relate to the question(s).
Make notes that pertain to the question.
Consider the author and the time when the document was written.
Identify the author’s point of view and purpose.
Watch for comparisons and contrasts or cause and effect relationships that affect the answer.

DBQs based on charts, graphs, tables, maps, plans, and blueprints

Read the question(s) to determine what to look for in the document.
Consider the purpose for creating a visual of the information.
Read the title and/or key to a map or plan; consider the trends of a graph or chart; compare the elements of a table.
Make notes that pertain to the question and use them to answer it.

DBQs based on cartoons, drawings, or art

Read the questions(s) to determine what to look for in the visual.
Consider the purpose or motivation of the person who created the visual.
Ask how the visual conveys its creators concepts and whether it has an emotional impact.
Apply your observations to the question(s).

Note:Students will need frequent opportunities to practice answering document-based questions in order to perform well on DBQs on a high-stakes test. Integrating such questions into weekly tests and lessons helps to ensure success for students on standardized social studies tests.

Sample Document-Based Question
Study the world population graph and answer the question below.

World Population Growth Rates: 1950-2050

Which of the following statements best reflects the information on the chart?
1. World population has been on a steady decline since 1960.
2. The graph projects that population growth rates will steadily decline during the first half of the 21st century.
3. Population declines in some countries are offset by growth in others.
4. All of these are true.

Strategy
Walk students through the following process.

Ask students to read the question before studying the graph.
Study the graph. What is the purpose of the graph? Read the title of the graph. What information is going to be presented? What data is represented on the x and y coordinates? Take notes if possible.
Return to the question and read the answer choices.

The student, reading, would find that there are four possible statements that might reflect the information on the chart. The purpose of the visual was to call out an expected steady decline in the population growth rate. The title identifies that the chart is about population growth rates, not population growth. So, the answer is (b), the world population growth rate is projected to decline steadily.

http://teachingtoday.glencoe.com/howtoarticles/helping-students-answer-document-based-questions